Briefing session slides.
Before each assessment, students are briefed well in advance. I present concise briefing slides that unpack the assessment in plain language and align the what (learning outcomes), the how (activities and milestones), and the how it’s measured (rubric criteria). The deck includes annotated examples (past student work and lecturer-made samples) to clarify expectations, plus short, spaced activities, rubric-to-checklist conversion, quick peer-marking, and micro practice tasks. Students can apply the criteria immediately. This reduces ambiguity, improves consistency, and promotes deeper, more independent learning.
Checklists
Asking students how they learn
At the start of each semester, students complete a short questionnaire on how they learn best. Many have never named their strategies, so this activity surfaces strengths, obstacles (e.g., focus, time management), and preferred ways of engaging. I use the insights to tailor facilitation, support, and feedback, while students identify concrete techniques they can apply immediately.
This session also introduces constructivism: learning is actively built from prior knowledge and experience. I emphasise that students bring as much value to the classroom as I do: we co-create knowledge, and I expect to learn from them too.
Finally, I explain how the flipped classroom works and what preparation is expected before each lesson. We walk through the semester map, outcomes, milestones, and assessments, so students know how to prepare, what “good” looks like, and how in-class time will be used for application, critique, and feedback.
